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Abstract

Large and small classes, lectures and discussions, and other comparisons of teaching show few consistent and significant differences. The conclusion that teaching doesn’t make a difference is, however, erroneous. 1 Research into tertiary teaching and learning is moving from a deficit or “blame” model, to one that attempts to coordinate the whole context of teaching. We should be seeking less to eradicate defects in students, or to search for “best” methods of teaching, or to remove poor teachers by appraisals that sour the context for good teachers as well, but rather to encourage staff to reflect upon what they already do to help students learn, to see how they can do it better. In particular, we need to change staff conceptions of teaching and learning, and to increase staff awareness of the relationship between teaching procedures, learning activities, and learning outcomes.